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Materials Similar to Physics Problem-Solvers on Why They Generate Unprompted Diagrams

• 61%: To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
• 50%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
• 49%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 49%: Comparing Unprompted and Prompted Student-Generated Diagrams
• 47%: A good diagram is valuable despite the choice of a mathematical approach to problem solving
• 45%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
• 39%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
• 38%: Representational task formats and problem solving strategies in kinematics and work
• 38%: Changes to equipotential diagrams to improve student ranking of electric potential
• 37%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
• 37%: Representation use and strategy choice in physics problem solving
• 37%: Comparing Physics and Math Problems
• 37%: Network Analysis of Students' Representation Use in Problem Solving
• 37%: Contextualizing problem-solving strategies in physics-intensive PhD research
• 37%: Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
• 36%: How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
• 35%: Do students use and understand free-body diagrams?
• 35%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
• 35%: To draw or not to draw? Examining the necessity of problem diagrams using massive open online course experiments